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Critical Thinking
Philosophy and
Phil 1301:
Description
This class is an introduction to the central topics of philosophy: logic, knowledge, mind-body relation, moral freedom, and God. In addition to learning what distinguishes philosophy from other disciplines and what makes philosophy worthwhile, here you will develop the skills needed to think analytically and charitably about the central questions of these topics. What is an argument? What makes for a successful argument? What are some effective tools for assessing whether the reasons provided for a claim adequately support that claim? What is knowledge? Is knowledge possible? Does knowledge come from reason or experience? What is free will? Do humans have free will? Is free will compatible with determinism? Are mind and body identical? Are they different entities entirely? Is the mind-body relation like that between software and hardware? What is the nature of God? Does God exist? Is God’s existence compatible with the extreme suffering of innocent creatures? The goal of this course, in effect, is for you (1) to understand the merits and resourcefulness of the various positions on these and related questions, (2) to develop arguments for positions while accommodating the insights of competing positions, (3) to consider objections to your arguments, and (4) to formulate replies to those objections.
Learning Outcomes
• Acquaintance with common rules of inference (modus ponens, modus tollens, hypothetical syllogism, and so on), the basic concepts of argument evaluation (valid, sound, deductive, and so on), and the basic concepts of philosophy (a priori, a posteriori, teleology, and so on).
• Understanding of (1) philosophy and its relation to other areas of inquiry, (2) the central topics of philosophy, (3) the central questions involved in these topics, (4) the main competing views on such questions, (5) the main arguments for such views, and (6) the strengths and weaknesses of such views and arguments.
• Appreciation of the relevance that many philosophical problems may have for each other. For example, what bearing questions concerning God have on questions concerning knowledge.
• Insight into the philosophical methods employed by contemporary analytic philosophers.
• Familiarity with the main factors for deciding between metaphysical positions: parsimony, explanatory power, predictive power, commonsensicality, and so on.
• Awareness of philosophy as a discipline interesting to study in its own right, not just for the sake of improving one’s power to think analytically, critically, creatively, and charitably.
• Preparation for (1) courses probing deeper into the topics surveyed here, (2) entrance exams to graduate or professional school (LSAT, GRE, MCAT), (3) careers where reasoning skills are prerequisite for success, and (4) responsible and intelligent participation in community affairs.
Daily Discussion Questions
Philosophy Day 1: Intro to the course
What are the goals for the course?
How do you succeed in the course?
How will grades be evaluated?
What is philosophy?
Philosophy Day 2: What is philosophy?
What is philosophy (continued)?
What are some misconceptions about philosophy?
What are the branches of philosophy?
Logic Day 1: Deductive Logic #1
What are the basic concepts of logic: premises, conclusion, argument, statements, validity, logical possibility, deduction, induction?
Logic Day 2: Deductive Logic #2
What is a sound argument and how does it differ from an unsound argument?
Logic Day 3: Deductive Logic #3
What are some of the most common valid argument forms?
What is the famous forms method for assessing deductive arguments and what are its limitations?
Logic Day 4: Deductive Logic #4
What are some of the most common invalid argument forms?
What is the counterexample method for assessing deductive arguments and what are its limitations?
Logic Day 5: Inductive Logic
What are the basic concepts of inductive logic: strong argument, weak argument, cogent argument, uncogent argument?
What are some of the most common inductive argument forms and what makes for successful substitution instances of those forms?
Logic Day 6: Logic Test Review
Knowledge Day 1: Traditional Definition of Knowledge
How does propositional knowledge differ from other forms of knowledge?
How does a real definition of a concept differ from a lexical definition of a concept?
How does one go about finding the real definition of a concept?
What is the traditional definition of knowledge and why does it seem to be a real definition?
What is Gettier’s challenge to the traditional definition of knowledge
Knowledge Day 2: Response to Gettier and Skepticism #1
What is the infallibilist response to the Gettier problem and what drawbacks does it have?
What is the defeasibility response to the Gettier problem and what drawbacks does it have?
What is the truth-tracking response to the Gettier problem?
What is the difference between global skepticism and local skepticism?
What are some objections to global skepticism? Are they effectual?
What is the argument from ignorance and what is the rationale behind its premises?
Knowledge Day 3: Skepticism #2
What is the Moorean solution to the argument from ignorance and does it work?
What is the Contextualist solution to the argument from ignorance and does it work?
What is the Truth-Tracking solution to the argument from ignorance and does it work?
Why do most philosophers agree that, even if the argument from ignorance is sound, global skepticism would not follow?
What are the three main strategies to deal with skepticism’s onslaught and how does Descartes carry out one of these strategies?
Why does it seem reasonable to lower the standard of justification down from the evil-demon standard?
Knowledge Day 4: Empiricism #1
What is empiricism?
What makes empiricism attractive as a theory of justification?
What is the theories-of-perception problem for empiricism?
What would be the problem with empiricism adopting naïve realism as its theory of perception?
What would be the problem with empiricism adopting sophisticated realism as its theory of perception?
Knowledge Day 5: Empiricism #2
What would be the problem with empiricism adopting idealism as its theory of perception?
What is the so-called “problem of induction” that empiricism faces?
Knowledge Day 6: Rationalism
What is rationalism?
What makes rationalism attractive as a theory of justification?
What are the main problems for rationalism and how might rationalism respond?
Mind-Body Problem Day 1: Options in the Debate
What is the mind-body problem?
Why is the mind-body problem even considered a problem?
What are the main options in the debate?
What are main forms of dualism and what are the main forms of antidualism?
Mind-Body Day 2: Problems for Dualistic Interactionism #1
Why does it seem that mental-material interaction is impossible if dualistic interactionism is true, and what are some ways that dualistic interactionism might respond to such a problem?
Why does it seem that dualistic interactionism violates the principle of the conservation of energy, and what are some of the ways that dualistic interactionism might respond?
Mind-Body Day 3: Problems for Dualistic Interactionism #2
Why does it seem that the role of the mental in bringing about material happenings is superfluous on dualistic interactionism if physical determinism is true, and how might dualistic interactionism deny this?
Why does it seem that the role of the mental in bringing about material happenings is superfluous on dualistic interactionism if physical determinism is false, and how might dualistic interactionism deny this?
Mind-Body Day 4: Noneliminative Materialism #1
What are the main forms of materialism and how do they differ from one another?
What are the main forms of reductive materialism and how do they differ from one another?
What is identity theory, what are some problems that it faces, and how might identity theory respond?
What is behaviorism, what are some problems that it faces, and how might behaviorism respond?
What is functionalism?
Mind-Body Day 5: Noneliminative and Eliminative Materialism
What are the problems that functionalism faces and how might functionalism respond?
Why does it seem that all forms of reductive materialism fail to account for qualia, and how might reductive materialism respond?
What is nonreductive materialism and what problem does it face?
What is eliminative materialism and what problem does it face?
Mind-Body Day 6: Panpsychism
What is panpsychism?
What makes panpsychism attractive?
What problems does panpsychism face?
Moral Freedom Day 1: Hard Chronological Determinism
What is freedom?
What is determinism?
What is the rationale for each premise of the argument for Hard Chronological Determinism?
Moral Freedom Day 2: Compatibilism
What is compatibilism and how does it respond to the HCD argument?
What are the main arguments for compatibilism?
What is the difference between the main types of compatibilism?
What problems does compatibilism face?
Moral Freedom Day 3: Incompatibilism
What is incompatibilism?
What is the main argument for incompatibilism?
What is the difference between the two versions of the consequence argument?
What are the main problems that incompatibilism faces?
Moral Freedom Day 4: Libertarianism
What is libertarianism and how does it respond to the HCD argument?
What is the difference between simple libertarianism and decision libertarianism?
What are the main problems that these two forms of libertarianism face?
What is agent libertarianism and how does it differ from the two previous forms?
What are the main problems for agent libertarianism and how might agent libertarianism respond?
Moral Freedom Day 5: Hard Chronological Determinism Revisited
What are the main problems for HCD?
How might HCD respond to these problems?
God Day 1: Divine Experience
What is God and what is the proper understanding of the features attributed to God?
How might one argue for the existence of God based on experience?
What are some problems with arguing for the existence of God on the basis of experience?
God Day 2: Cosmological Argument Part 1
What is the Kalam cosmological arguments for the existence of God?
What is the Past-Agnostic cosmological arguments for the existence of God?
What problems do these arguments face?
God Day 3: Cosmological Argument Part 2 and Teleological Argument
What is the necessitarian cosmological argument?
What is the design argument for the existence of God and what problems does it face?
What is the fine-tuning argument for the existence of God and what problems does it face?
God Day 4: Ontological Argument
What is Descartes’s version of the ontological argument, what is the rationale for each premise, and what problems does it face?
What is Anselm’s version of the ontological argument, what is the rationale for each premise, and what problems does it face?
What is the Modal version of the ontological argument, what is the rationale for each premise, and what problems does it face?
God Day 5: Cosmo-Ontological Case for the God of Classical Theism
What reasons are there for thinking that there is a self-necessary being serving as the sufficient condition for all of reality?
What reasons are there for thinking that a self-necessary being serving as the sufficient condition for all of reality has the most perfect collection of whatever attributes of perfection there are?
What reasons are there for thinking that a self-necessary being serving as the sufficient condition for all of reality has the attributes commonly ascribed to the God of classical theism?
God Day 6: Problem of Suffering
Why does the existence of suffering seem to serve as evidence against the existence of God?
What are some of the common theodicies and what problems do they face?
What is Pascal’s Wager and what are some problems that it faces?
ethics
Phil 2306:
formal logic
Phil 2303:
metaphysics
Phil 361:
intro to logic
Phil 240:
19th century
Phil 414:
17th century
Phil 412:
moral issues
Phil 111:
engineering
Phil 482:
ethics
medical ethics
Phil 480:
classes
FAQ
These [engravings] are really good things. You have before you the works of very fair talents, who have learned something, and have acquired no little taste and art. Still, something is wanting in all these pictures—the Manly. Take notice of this word, and underscore it. The pictures lack a certain urgent power, which in former ages was generally expressed, but in which the present age is deficient, and that with respect not only to painting, but to all the other arts. We have a more weakly race, of which we cannot say whether it is so by its. origin, or by a more weakly training and diet.—Goethe (Conversations with Eckermann)
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Leslie Marmon Silko and Ceremony Rot
This poem is a three-stanza, single-sentence satire whose grammar is its argument. The first two stanzas are long chains of subordinate and parenthetical material, each built on the preposition "under": sips "under pain paintings," nods "under pain theater." The main predicate is withheld until the final stanza, where the thing "shows the truth." The reader is held inside the scene with no verdict until the closing movement delivers one. That structure makes the poem work like a staged exposure: it accumulates exhibits, then rules on them.
The title does the conceptual work the body never names. Silko's Ceremony turns on the idea that ritual survives only by changing, and that ceremony frozen into repetition stops healing and starts to decay. The poem's thesis is a transposition of that principle. It claims that the ritual of narrating Black suffering has stopped adapting and has hardened into rot. The borrowing is also an act of authority, since Silko's name carries the credibility of a literature of survival and renewal. It sets up a contrast the poem leaves implicit: Silko's Tayo is healed by a ceremony that changes, while the exhibit in the poem merely repeats. Notably, the poem offers no new ceremony of its own.
The first stanza fixes the poem's method, which is to collapse commerce and grief into one register. "Ten-dollar-a-cup apple cider" prices solemnity, and "black owned" appears in quotation marks and is likened to "opportunistic storefront signage," echoing the poet's earlier handling of the phrase. The "pain paintings" compress a century into one image through anachronism: Jim Crow fire hoses blast "through twenty-twenties boardrooms." The poem's charge here is that the exhibit flattens historical time, treating 1963 and 2020 as the same moment. "Dixie sticks" fuses the Confederate emblem with the billy club, while "brass-button boys in blue" renders police in the diminutive, almost toy-soldier terms of caricature. The stanza ends on a question the poem stages as scripted: "How does your work speak to surviving each day…as a Black body in Amerikkka?" The spelling is placed in the attendees' mouths, so the poem presents the rhetoric as the audience's invention, a ritual prompt that supplies its own answer. The phrase "vulnerable king and queen artists" extends the poem's earlier skepticism toward honorific language, with the honorific now carrying a faint condescension.
The second stanza shifts from visual art to performance and from display to coercion. The phrase "selfied for proof of being down or one of the good ones" locates the poem's sharpest social observation in the audience: the tears are documented, and the documentation is the point. "Pain theater" is the stanza's governing coinage, and the "robed black person on a mic, like a Buckingham guard," makes the performers into ceremonial fixtures, stationed and expected to groan on cue. The "Kubrick iPhones" are a loaded image, suggesting the cold one-point-perspective gaze of the filmmaker and, by extension, surveillance and spectacle. The poem's accusation here is explicit: the performance is "commissioned" to "transmit coercion," to justify "victim psyches" and "equity bureaucracies, too bloated / not to lie." That clause is the stanza's boldest claim, because it attributes the exhibit's emotional energy to institutional self-interest. The slam-poetry vignette ends with a pun, "I don't want my cream whipped," in which whipped cream brushes against the whip of slavery. The poem presents this as mock-sass, though the pun also shows the poem itself is drawing on the very imagery it mocks.
The third stanza turns satire into thesis. Its parenthesis, with "non-neurospicy," "up-to-date," and "the skin color of Disney's good side, HR's good side," widens the target from the exhibit to a whole social economy of status, in which every "self-seeking person" covets the protected category. Then comes the poem's key terms. "Hyperstition," a coinage from accelerationist theory for fictions that make themselves real, names the poem's central accusation: that a narrative of perpetual subjugation functions as a self-fulfilling construct. "Suckled" and "bodacious trauma" frame the dependence as infantile, nourishment drawn from injury. "Hobbling ceremony" is the stanza's richest phrase, because hobbling is both what a rotted ritual does to its community and a historical punishment inflicted on the enslaved. The poem uses that resonance, whether deliberately or not, to suggest the ritual now does to Black America what its oppressors once did. The last line makes the poem's largest claim: that this has become "a fraud the nagging heart of Black America finds shameful."
That final move is where the poem's rhetorical strategy is most exposed. The first two stanzas target something specific and arguably defensible: the commodification of grievance in galleries, corporate programming, and social media, a critique that has been made from many positions, including within Black intellectual life. The third stanza leaps from critique of a performance format to a verdict on the reality it represents, and it grounds that verdict in the private feelings of an entire population. No speaker, no "I," and no evidence stands behind "the nagging heart of Black America." The poem ventriloquizes a collective interior, and its authority rests on that unsupported assertion. A skeptical reader would also note that the poem is itself highly theatrical, with ornate diction, alliteration, and dense coinage, and that it never examines its own performance of contempt. Whether that omission is a flaw or the poem's deliberate cold-eyed pose is a question the text leaves open.
Formally, the poem's strength is its control: the sustained suspended syntax, the nested parentheticals that behave like asides in a cross-examination, and the accumulation of loaded vocabulary from commerce, theology, computing, and social media. Its weakness is the gap between its precise observations of institutional behavior and the sweep of its conclusion.
Meta Description
A three-stanza, single-sentence satire that frames a gallery-and-performance event as ritualized, commodified grievance, using suspended syntax and Silko's idea of ceremony as a living thing to argue that the narrative of Black suffering has hardened into a self-perpetuating, institutionally subsidized fiction.
Keywords
Leslie Marmon Silko and Ceremony Rot, Ceremony, ritual decay, commodified trauma, performative grievance, pain theater, hyperstition, hobbling, suspended syntax, parenthetical satire, institutional critique, diversity bureaucracy, identity and spectacle, ventriloquism of collective voice, contemporary political poetry, cultural critique, satire and polemic